The MATCH Corps is our innovative, one-of-a-kind residential tutoring program that provides more than 300 hours of tutoring yearly to each student in our school. For more information, click here, or read an interview with a current MATCH Corps Tutor below.
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Straight From the Corps |
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Johanna Dennehy
Georgetown University '05
English Literature and History Double Major
MATCH Corps 2006-07 |
What is your background?
I grew up in Barrington, RI and attended Georgetown University in Washington, DC, graduating in 2005 with a double major in English literature and history and a minor in government. After graduation, I worked for a year as a substitute middle and high school teacher in the Barrington public school system.
How did you first hear about the MATCH Corps?
Since I was planning to pursue a career in law after college, I began substitute teaching to pass the time and make money while I worked on my law school applications. While subbing certainly had its ups and downs, I realized during this time that I really loved working with kids and feeling that I was doing something truly valuable when I went to work each morning. I began to seriously consider becoming a teacher, but my options were somewhat limited because I lacked a degree in education. While investigating alternative certification programs such as Teach for America, I received an email from Ashley Danoff, the MATCH Director of Development, encouraging me to apply to the MATCH Corps program. I researched the program online and it seemed like a good fit for both my educational background and career ambitions, so I decided to apply.
What made you decide to join the MATCH Corps?
While I was interested in teaching, I had also heard horror stories from first year teachers and worried that I wouldn't be able to handle an entire classroom of kids on my own. MATCH Corps seemed like the perfect opportunity to "get my feet wet" - I would have the opportunity to try my hand at teaching in a more manageable one-on-one or one-on-two situation. I was also impressed by MATCH's considerable success in erasing the achievement gap in education and thought that a position in MATCH Corps would provide me with the resources and support to make an immediate positive impact.
Can you describe your typical day?
School starts at 8:30, so I use the time before the first bell to prepare myself for the day. I am not a morning person, so this tends to involve a lot of coffee! I read my email to make sure that I am aware of any scheduling changes and double-check that I have all of the materials I'll need for tutorial - once the day starts, I won't have time to waste.
During first and second period (8:30-10:30), I tutor my two freshmen girls in Algebra I and ELA (English Language Arts). They are both exceptionally bright and diligent students, so my challenge as their tutor is to keep pushing them to a higher level and finding new ways to keep them intellectually engaged. I next help two sophomores with Algebra II and Geometry during third period (10:30-11:30). After a quick break for lunch, my day resumes at noon, the beginning of sophomore ELA tutorial. This period is generally used for either guided discussions of the book they are currently reading or brainstorming for and drafting writing assignments. This is one of my favorite periods of the day - after my college English classes, it is refreshing to discuss literature with high school students. I have learned so much from their unique perspectives on the material.
Fifth and sixth periods (1:00-3:00) are alternately the most rewarding and challenging periods of the day. I tutor two juniors in AP American History (all MATCH juniors are required to take this class!) and in SAT prep. While I have always been fascinated by U.S. History, my enthusiasm is not matched by my students. I try my best to relate the material to contemporary issues, but I'm not always sure if my tangents are helpful or just serve to convince my juniors that their tutor is in fact crazy! SAT preparation is frequently a struggle - it is difficult to convince students of the importance of reviewing math concepts or reading comprehension strategies when they are more worried about a quiz next period.
During seventh and eighth period (3:00-5:00) I catch my breath and catch up on work for my "secondary project" - as a teaching assistant for the freshman nonfiction English class, I help the teacher, Meg McDonough, with everything from grading papers and quizzes to planning tutorial curriculum. While placing additional demands on my already limited time, my TA position has given me a better understanding of what a career in teaching might be like.
Although the school day for the majority of MATCH students ends at 5:00 PM, I stay after school to help two of my students with homework until 7:45 or so. This is one of my favorite times of day - while tutorials during the day are confined to specific subjects, after school time allows us to focus on the subject(s) my students find most difficult. After my students leave, I usually go to the gym to work off the stress of the day and then spend the evening relaxing with friends and preparing for the next day.
What is the hardest part of your day?
Hearing negative comments: "I don't care." "I can't do this." "I hate this book/subject/school." Our students are up against seemingly insurmountable odds, so I have to recognize that what appears to be a lack of motivation or discipline usually masks underlying feelings of frustration or self-doubt. It is very easy to give up and write a student off as "lazy" or "difficult" when in reality he or she is just struggling with feelings of inadequacy or futility resulting from MATCH's high academic and behavioral standards. Our students compare their high school experience with that of friends who get out of school at 2 PM and have a fraction of their workload and begin to wonder if all of the extra time and effort is really worth it. When students begin to give up on themselves and act up, it is my job to remain patient and provide the necessary support so that the seemingly impossible becomes attainable.
What do you find most rewarding about MATCH Corps?
Watching my students grow both intellectually and in maturity throughout the year. It's something you don't really notice on a day-to-day basis, but it is amazing to look back in May and realize how far they have come over the last ten months.
Can you describe the atmosphere of the school?
With close to 200 kids, 45 tutors, teachers and staff all packed together in one 3-story building, there is rarely a quiet moment. However, the energy is mostly positive - even though the kids complain about the long school day, they feel supported by close relationships with their teachers and tutors.
What has been the biggest struggle you've faced this year?
Definitely the feeling that I care more about a student's success than he or she does. I constantly have to remind myself that I am not working with adults who have already had the benefit of a college education, but with teenagers who may lack the emotional and mental maturity to stay focused on the big picture - "college success and beyond". With our long school day and heavy work load, it is very tempting for students to always take the easy way out. They begin to focus more on just getting the assignment done with a minimal amount of time and effort rather than going the extra mile by asking questions and trying to understand the broader concept at hand. As a tutor, I am also guilty of this same offense - it is easy to become satisfied with students just completing the assignment on time, when I know that in order to help my students meet their true potential, I must constantly push their limits - "force it" - and raise the bar.
How would you characterize the student body?
One thing that really impresses me about our students is the level of support they show for each other. Since the student body is so small, student interaction is generally not constrained by cliques and grade levels and conflict is rare. Instead, MATCH students (with obvious exceptions) have built a strong community based on mutual respect and united by a sense of common purpose - academic success. During Friday assemblies, the big hall overflows with positive energy as the entire school gathers to celebrate student accomplishment.
What are your plans for next year?
I am opting to stay for a second year at MATCH as a "senior tutor." While nothing is set in stone yet, my main project will hopefully involve coordinating efforts to improve ELA tutorials - while MATCH has met with significant success in improving math skills, our students' reading comprehension and writing performance lag behind. I also look forward to serving as a resource for next year's Corps.
How has/does MATCH Corps prepare you for your future plans?
After a year of tutoring, I'm pretty sure I want to pursue a career in education, but I'm still not sure if I want to become a teacher or work in administration or policy. Either way, my experiences as a MATCH Corps member will help me make a more informed decision no matter what path I ultimately choose.
How does the MATCH School experience compare to your own high school experience?
I attended a suburban public high school in a predominantly white, affluent district and graduated with a class of around 200 - basically the opposite of the diversity and intimacy one finds at MATCH. Besides the obvious differences in demographics, I'd say that the biggest difference between my experience and that of the average student at MATCH lies in terms of academic rigor. I got out of school at 1:50 and even though I played a sport year round, I can't remember ever being completely overwhelmed by homework. At MATCH, students leave school at 5:00 PM and are assigned homework in all of their classes nearly every single night. My juniors in particular faced a dizzying amount of homework this year due to the challenging AP U.S. History curriculum. I was able to coast through high school, but I certainly could have worked harder to prepare myself for college. Students at MATCH, on the other hand, are constantly pushed by administrators, teachers and tutors to succeed, and the sense of urgency is infectious.
What surprised you most about the MATCH School?
I have been amazed by the administration's flexibility and willingness to listen to feedback, try new things, and make changes when necessary. While schedule changes are occasionally frustrating and/or confusing when we are given little advance notice, it is amazing to work with a team of people who are constantly thinking of how we can improve the school to ensure that students receive the best possible preparation for future success. As a recent college graduate, it is exciting and empowering to work in such a dynamic environment.
Help erase the achievement gap, one student at a time. Apply Now!
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Past Interviews |
Johanna Dennehy Interview
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